TEACHERS’ ATTITUDE TOWARDS ASSESSMENT ON LEARNERS’ ENVIRONMENTAL ACTIVITIES PERFORMANCE IN PUBLIC PRE-PRIMARY SCHOOLS IN NANDI COUNTY, KENYA
Abstract
The continual and swift reforms in the education system in Kenya are brought due to the societal demands. The aim of this study is to ascertain whether there is a connection between attitudes of teachers towards assessment on learner’s environmental activities performance. A teacher with teaching assessment strategies and furthermore with his attitude and behaviours, provides his learners to gain a mentally healthy personality and to have a new clear world view by leaving unforgettable traces on them. This study sought to uncover how attitude of teachers affect performances of learners. In this sense, this paper provides a clear understanding of education and dynamics of relationship between teacher’s attitude and leaner’s environmental activities performance. The study adopted descriptive survey design. The target population comprised of 919 public pre-primary schools comprising of 1,829 pre-primary teachers in Nandi County, Kenya. Stratified and simple random sampling methods were used to select schools and teachers for the study. Through this method 160 teachers were selected for the study. Data collection utilized questionnaire. Reliability of the instruments was determined through split half technique. Data was analyzed using descriptive statistics such as means, percentages and frequencies. The study revealed that most teachers adopted the assessment for learning strategy in assessing learners. Most of the teachers had not gone back for training to be acquainted in the Competence Based Curriculum thus having a challenge in the new modes of assessing learners towards the acquisition of competencies and skills. It also revealed that motivation should be enhanced among pre-primary teachers for them to deliver assessment procedures and lastly administrators support should be paramount so that teachers’ service delivery in terms of assessment is not hampered. The paper recommends that for successful Competence Based Curriculum assessment results in terms of learners’ attainment of competencies and skills in the learning areas, the government through the Ministry of Education should ensure that all pre-primary school stakeholders play their roles maximally to ensure that teachers’ attitude and service deliver on assessment of pre-primary school learners are well catered for.
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